汉语音节的教学接口：蒙学经验及其对泰教学启示

冯海丹（2022）。近25年来泰国留学生汉语语音教学研究述评。红河学院学报，20（5），140-145。

Feng, H. (2025). A review of the research on Chinese phonetics teaching for Thai students in the past 25 years. Journal of Honghe University, 20(5), 140–145.

黄雪晴（2015）。《音韵阐微》的音系与反切改良。武汉：武汉大学博士学位论文。

Huang, X. (2015). Improvement of the phonetic system and antithesis in the Yinyun Chanwei (Doctoral dissertation, Wuhan University).

河野守夫（2001）。口语识别和生成机制，東京：金星堂。

Heye, S. (2001). Spoken language recognition and production mechanisms. Tokyo: スター・チェンバー.

刘英林，马箭飞（2010）。研制《音节和汉字词汇等级划分》探寻汉语国际教育新思维。世界汉语教学，24(1),82-92。

Liu, Y., & Ma, J. (2010). Development of ‘syllable and Chinese character vocabulary classification’ to explore new thinking in Chinese language international education. Chinese Teaching in the World, 24(1), 82–92.

陆军，卫乃兴（2018）。二语搭配隐性、显性知识接口关系研究——基于语料库的心理语言实验研究范式探索。外语教学与研究，50（6），885-897+960。

Lu, J., & Wei, N. (2018). Research on the implicit and explicit knowledge interface

relationship of second language collocation based on corpus: Exploring the paradigm of

psycholinguistic experimental research. Foreign Language Teaching and Research

(Bimonthly), 50(6), 885–897+960.

李如龙，陈瑶（2015）。从语音特征出发设计语音教学。学术研究，(3)，132-

+2。

Li, R., & Chen, Y. (2015). Designing phonics instruction from phonological features. Academic Research, (3), 132–135+2.

吕必松（2008）。 再论汉字教学与汉语教学//数字化汉语教学进展与深化，北京：清华大学出版社。

Lü, B. (2008). Revisiting the teaching of Chinese characters and the teaching of Chinese language. In Progress and deepening of digital Chinese language teaching. Beijing: Tsinghua University Press.

李静宜（2022）。基于感知单元理论的日语听力语音加工研究。日语学习与研究，(4),92-103。

Li, J. (2022). A study of speech processing in Japanese listening based on perceptual unit theory. Journal of Japanese Language Study and Research, (4), 92–103.

李逸，兰志华（2018）。形式先于内容·认同重于认识·经验优于故事——清单式教学内容的课型设计。中学政治教学参考，(35)，64-68。

Li, Y., & Lan, Z. (2018). Form before content—identification over recognition—experience over story-lesson design for list-based content teaching and learning. Teaching Reference of Middle School Politics, (35), 64–68.

钱奠香（2016）。马礼逊“重汉字形义，略汉字读音”汉语观分析。国际汉语学报，7（1），166-175。

Qian, D. (2016). Analysis on Robert Morrison’s viewpoint about Chinese language: Paying more attention to the form and meaning of Chinese character while less on the exact pronunciation. International Journal of Chinese Studies, 7(1), 166–175.

苏映仪（2025）。拼音知识和语音意识对泰国儿童双字词阅读流畅性的影响。南宁：广西大学硕士学位论文。

Su, Y. (2025). The impact of pinyin knowledge and phonological awareness on the fluency of Thai children's biliteracy reading (Master’s thesis, Guangxi University).

史冠新（2015）。汉语语音音节本位辨正。东方论坛，（5），12-17。

Shi, G. (2015). Distinguishing syllable-based units in Chinese phonetics. Eastern Forum-Journal, (5), 12–17.

唐东旭（2020）。二语习得中隐性知识和显性知识的发展及教学运用述评。重庆第二师范学院学报，33（4），121-126。

Tang, X. (2020). Development and pedagogical application of implicit and explicit

knowledge in second language acquisition: A review. Journal of Chongqing University

of Education, 33(4), 121–126.

吴峰（2019）。泰国汉语教材研究。北京：中央民族大学出版社。

Wu, F. (2019). Research on Chinese language teaching materials in Thailand. Beijing: Central University for Nationalities Press.

汪周坤（2019）。《三字经》泰国教学实践探索。呼和浩特市：内蒙古师范大学硕士学位论文。

Wang, Z. (2019). Exploration of the teaching practice of “Three Character Classic” in Thailand (Master’s thesis, Inner Mongolia Normal University).

王洋，张琦（2023）。基于字本位理论的国家通用语教学模式构建与实践探索。语言与翻译，(2),75-80。

Wang, Y., & Zhang, Q. (2023). The construction and practical exploration of the teaching model of the national common language based on the theory of word. Orientation. Language and Translation, (2), 75–80.

袁芳远（2017）。汉语二语的显隐性知识、显隐性教学及课堂研究。国际汉语教育(中英文)，2（2），41-51。

Yuan, F. (2017). Explicit and implicit knowledge of Chinese as a second language, explicit and implicit teaching, and classroom research. International Chinese Language Education, 2(2), 41–51.

杨绪明，马一鸣，杨捷（2023）。国际中文教学版《汉语拼音方案》可行性思考。汉语教学学刊，（1），86-97+180。

Yang, X., Ma, Y., & Yangjie. (2023). Feasibility thinking of International Chinese Teaching Version of “Hanyu Pinyin Plan”. Chinese Language Teaching Journal, (1), 86–97+18.

闫长红，王敏（2019）。Tomasello的语言习得理论及其对二语习得的启示。成都理工大学学报(社会科学版)，27（1），86-89。

Yan, C., & Wang, M. (2019). Tomasello’s language acquisition theory and its implications for SLA. Journal of Chengdu University of Technology (Social Sciences), 27(1), 86–89.

张冬雪（2021）。对泰汉语教材《天天汉语》本土化编写与适切性研究。哈尔滨：黑龙江大学硕士学位论文。

Zhang, D. (2021). A study on the localisation and relevance of the Chinese language teaching material ‘Everyday Chinese’ to Thailand (Master’s thesis, Heilongjiang University).

周正，陈玉琳（2025）。对外汉语教学类论文综述研究——以“THAI JO”网站为例。国际中文教育期刊，5（1），154-165。

Zhou, Z., & Chen, Y. (2025). A review of papers on teaching Chinese as a foreign language: Taking the “THAI JO” website as an example. International Chinese Language Teaching Journal, 5(1), 154–165.

赵金铭（1985）。简化对外汉语音系教学的可能与依据。语言教学与研究，（3），62-75。

Zhao, J. (1985). Possible and rationale for simplifying the teaching of the Chinese phonological system to foreign learners. Language Teaching and Linguistic Studies, (3), 62–75.

张美兰（2022）。北京官话《语言自迩集》成通用类汉语教材动因探究。汉语教学学刊，（2），40-48+167-168。

Zhang, M. (2022). The motivation for the formation of the Beijing Mandarin “Yuyan Zierji” into a general category of Chinese textbooks. Chinese Language Teaching Journal, (2), 40–48+167–168.